This study examined the evaluation based on impression ratings of persuasive writing by deaf and hard of hearing students. For this purpose, 122 junior high and high school students completed one of three writing tasks, while nine university students rated the compositions using an analytical evaluation scale (based on a seven-point Likert scale) and a holistic evaluation scale (based on a 10-point Likert scale). In this case, the analytical evaluation scale allowed for an effective assessment of persuasive writing, and the results of the multiple regression analysis showed that the evaluation scale for persuasive writing was clear, compared to other genres. Moreover, 48 linguistic and 15 content components were employed in the multivariate data analysis. The results of the multivariate data analysis revealed the relationship between one analysis component and the overall evaluation, and between another analysis component and a specific evaluation scale. The findings also indicated that the linguistic and content components influenced the writing evaluations, either positively or negatively.

The Picture Exchange Communication System (PECS) is a common training choice for non-verbal children with autism spectrum disorders (ASD). Thus, this study investigated whether Phases 1–3 of the PECS (which are relatively easy for children to master) promote the development of early social-communication behaviors among children with ASD. We assigned 43 children (mean chronological age=45.85 months) from the same child development support center into two groups: a PECS training group and a non-intervention (control) group. The training group received PECS (Phases 1–3) training once a week for 24 weeks at the university associated with the authors. Their early social-communication behaviors were evaluated by using behavioral observations and eye-tracking experiments during the pre- and post-training phases. Results showed that most of the early social-communication behaviors in the PECS training group were observed more frequently during the post-phase than the pre-phase, while the control group did not show any differences between the phases. These findings suggest that PECS training (Phases 1–3) can facilitate early social-communication behaviors in children with ASD.

Inclusive higher education system is the major access for students with visual impairment and other disability to attend universities in China. Support from universities is the key for those students with visual impairment to efficiently study and graduate. To study the supporting situation offered by universities, 108 universities were surveyed with questionnaires. Results showed that 76% of those universities have special education college. It was found out that the supporting items provided by universities which have special education college are more comprehensive than universities which do not have special education college. It was also found out that universities are facing various difficulties in supporting students with visual impairment, mainly deciding the supporting contents, and setting up barrier-free information. Since more universities in China are starting to accept students with visual impairment, experience of how to support students with visual impairment in special education college will be valuable. It was suggested that regular universities learn from special education colleges to improve their ability to support those students.